scholarly journals Evaluating the impact of educational technology professional development upon adoption of Web 2.0 tools in teaching

2011 ◽  
Vol 27 (3) ◽  
Author(s):  
Iain Doherty
Keyword(s):  
Professional Development ◽  
Educational Technology ◽  
Web 2.0 ◽  
Continuing Professional Development ◽  
Technology Professional Development ◽  
Research Project ◽  
Web 2.0 Tools ◽  
Technology Professional ◽  
The Impact

<blockquote>Our paper reports upon and critically analyses findings from a two-year research project into the provision of continuing professional development for making purposeful use of Web 2.0 tools in teaching. Based on our research, we make recommendations for delivering effective continuing professional development workshops whilst also acknowledging the limitations of this form of continuing professional development. The advantages of alternative forms of professional development are discussed and implications for practice are outlined.</blockquote>

Standards-Based Educational Technology Professional Development

2012 ◽  
pp. 819-834
Author(s):  
Diana Stanfill
Keyword(s):  
Professional Development ◽  
Educational Technology ◽  
Valuable Insight ◽  
Technology Professional Development ◽  
Technology In The Classroom ◽  
Train The Trainer ◽  
Design And Implementation ◽  
Technology Professional ◽  
Integrate Technology ◽  
Adoption Design

Because of the melding of the NSDC standards and the eMINTS program, this research may provide valuable insight to stakeholders involved at all levels: adoption, design, and implementation of educational technology professional development. Further research into eMINTS’ strengths (use of train-the-trainer model), as well as weaknesses (inability to customize training), could provide the organization with the information needed to strengthen the program and thus increase the number of teachers trained to integrate technology in the classroom.

"Making Teachers Better"

2011 ◽  
pp. 41-57
Author(s):  
Catherine Schifter
Keyword(s):  
Professional Development ◽  
Educational Technology ◽  
Public Schools ◽  
Federal Funding ◽  
Internet Access ◽  
Department Of Education ◽  
Technology Professional Development ◽  
Funding Program ◽  
Technology Professional ◽  
Telecommunications Services

In 2007, reports from the Office of the Secretary of Education’s website listed statistics about educational technology and schools. As of November 2006, the Internet Access in U.S. Public Schools and Classrooms: 1994-2005 report indicated “the ratio of students to instructional computers with Internet access in public schools was 3.8 to 1…” This was a decrease from 2003, when the ratio was 4.4 to 1. (Department of Education, 2006) There was also information about funding, including the $2.25 billion in the federal E-rate program supporting discounts on telecommunications services, Internet access, and networking for schools and libraries. With each Federal funding program for educational technology, professional development was an essential component, requiring up to 25 percent of funds to be used for professional development on using technology to improve student outcomes.

ISET Expert Panel Discussion Series 2020–2021

2021 ◽  
pp. 016264342110335
Author(s):  
Emily Hoeh ◽  
Tara L. Kaczorowski
Keyword(s):  
Professional Development ◽  
Special Education ◽  
Information Sharing ◽  
Expert Panel ◽  
Panel Discussion ◽  
Education Technology ◽  
Technology Professional Development ◽  
Individuals With Disabilities ◽  
Technology Professional ◽  
Development Committee

The Innovations and Special Education Technology Professional Development Committee would like to extend its appreciation to the following leaders in the field of Special Education. Each of the following individuals volunteered to speak during the 2020–2021 ISET Expert Panel Discussion series and shared expertise on a variety of pressing topics during remote instruction due to the COVID pandemic. The information sharing is a testament to their unwavering support for the members of ISET and all of the stakeholders involved in supporting individuals with disabilities.

scholarly journals Creative Networks of Practice Using Web 2.0 Tools

2011 ◽  
Vol 2 (1) ◽  
pp. 37-53
Author(s):  
Jukka Orava ◽  
Pete Worrall
Keyword(s):  
Professional Development ◽  
Online Learning ◽  
Web 2.0 ◽  
Teaching And Learning ◽  
Web 2.0 Tools ◽  
Interdisciplinary Approaches ◽  
The Media ◽  
Media Learning ◽  
Networks Of Practice ◽  
Learning Event

This paper examines the professional implications for teachers and managers in new and evolving forms of professional development using Web 2.0 tools in a European context. Research findings are presented from the “Creative Use of Media” learning event developed through a European eTwinning Learning Lab initiative in spring of 2009. The Creative use of the Media online learning event supported a series of initiatives celebrating the European Year of Creativity and Innovation and involved 135 participants from 27 countries. The key objective was to introduce a range of learning themes constructed around a phenomenon-based inquiry model, which supported interdisciplinary approaches and collaborative online learning methodologies to stimulate new teaching and learning rationales. Digital Web 2.0 technology was used as an independent creative medium and as a powerful facilitating tool to enhance and blend with the more traditional forms of visual, audiovisual and multimedia inquiry. In developing models encapsulating risk taking and experimentation this online learning project supported a general principle that future education models and professional development would be based on social learning and “customer-driven collaborative knowledge building” in relation to open source materials.

Implementing Web 2.0 tools in organisations

2014 ◽  
Vol 21 (1) ◽  
pp. 2-5 ◽  
Author(s):  
Gavin James Baxter
Keyword(s):  
Communities Of Practice ◽  
Web 2.0 ◽  
Empirical Studies ◽  
Work Place ◽  
Special Issue ◽  
Web 2.0 Technologies ◽  
Web 2.0 Tools ◽  
Content Type ◽  
Organisational Factors ◽  
The Impact

Purpose – This special issue aims to increase the awareness of the organisational factors that enterprises must reflect on and address when introducing Web 2.0 technologies into their organisations. In contrast to empirical studies that review the impact of Web 2.0 technologies in organisations in terms of how they might support knowledge sharing or communities of practice, this special issue intends to identify the salient criteria that management practitioners must address to assist in the implementation of Web 2.0 technologies in the work place. Design/methodology/approach – This special issue aims to increase the awareness of the organisational factors that enterprises must reflect on and address when introducing Web 2.0 technologies into their organisations. In contrast to empirical studies that review the impact of Web 2.0 technologies in organisations in terms of how they might support knowledge sharing or communities of practice, this special issue intends to identify the salient criteria that management practitioners must address to assist in the implementation of Web 2.0 technologies in the work place. Findings – One of the principal findings that have emerged from this special issue is that it indicates the importance of reviewing social and cultural factors in organisations when introducing Web 2.0 technologies in the work place. In addition to assessing technical issues that might impact on the implementation of Web 2.0 technologies in organisations this special issue also explores subject matters such as the dilemma of whether a top-down or a bottom-up approach is more effective towards engaging staff in the adoption of Web 2.0 tools at work. Originality/value – The research presented in this special issue provides an important academic contribution towards an area that is, at present, under researched namely, whether there is a structured approach that can be universally applied by organisations when internally implementing Web 2.0 technologies into their work place.

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